GLENN MARTíNEZ, Mexican Americans and language/Del dicho al hecho!

Abstract

Throughout his book, Shuy is careful to distinguish what linguists can do from what they cannot do. In the final chapter, for instance, he discusses limitations on the extent to which linguists can assist in identifying lying and deception. He also discusses the interesting question of why prosecutors make less use of forensic linguists than defense lawyers do. The style of this book, like that of Shuy's earlier books on the role of language in judicial process (1993, 1998a, 1998b, 2002), is informal and is therefore accessible for all interested readers. Some readers may wish for more scholarly apparatus (citations to legal opinions and law review articles, in particular), but some references and cases are cited. Overall, this book constitutes a significant contribution to the rapidly growing and expanding field of forensic linguistics. It is also a text that is highly accessible for students, who have demonstrated increasing interest in the field in recent years. It is definitely a must for the library of any serious forensic linguist, and it is a useful tool for getting acquainted with an area many find unfamiliar or intimidating.

La enseñanza del español en las escuelas públicas de los Estados Unidos de América: ¿bilingüismo para quién?

“…Los distintos patrones migratorios, así como las diferentes orientaciones hacia la educación bilingüe en los Estados, han derivado en una situación en que únicamente ciertas zonas del país ofrecen programas bilingües pedagógicamente adecuados. En estas circunstancias, los inmigrantes hispanohablantes que en la actualidad luchan por integrarse y alcanzar cierto estatus económico seguirán, de buen seguro, la trayectoria lingüística de sus antecesores, y se convertirán en hablantes monolingües del inglés en tres o cuatro generaciones (Martínez, 2006).…”

Emotions and the language‐ness of experience in heritage language lives

“…In my 2006 book, Mexican Americans and language: Del dicho al hecho , I defined language experience as “more than just the language itself and more than the deployment of the language in social situations. A language experience is the composite of a group's experience with, in, and through language” (Martínez, 2006, p. 7). With my colleague Robert Train, we reworked this concept to think instead of a language‐ness of experience as “a complex of dynamic, tension‐filled sites of locally embodied particularities, relationalities, positionalities and subjectivities that are woven into our human experiencing, languaging and translanguaging, as we live in the world” (Martínez & Train, 2020, p. 18).…”